Outcomes

A student:

responds to and uses mathematical language to demonstrate understanding

MALS-3WM

uses reasoning to recognise mathematical relationships

MALS-4NA

recognises language used to represent number

Related Stage 4/5 outcome: MA4-4NA

Content

Students:

recognise language related to number, eg none, few, many, more, less

respond to questions that involve descriptions of number, eg 'Are all the books on the shelf?', 'Which box has no pens?', 'Which plate has more cakes?' (Communicating, Understanding)

respond to requests that involve descriptions of number, eg 'Put all the books on the shelf', 'Take some paper from my desk', 'Place a few chairs near the table' (Communicating, Understanding)

describe and compare groups of objects using language descriptive of number, eg 'There are none left on the shelf', 'I have more cards than my brother' (Communicating, Reasoning, Understanding)

recognise that some languages other than English, such as Aboriginal and Torres Strait Islander languages, may have interchangeable terms with the same meaning

recognise ordinal terms, eg first, second, third

respond to directions involving ordinal terms, eg 'Give a ball to the first person in each row', 'Put a book on every second chair' (Communicating, Understanding)

use ordinal terms in familiar contexts, eg 'I go to training on the first and third Wednesday of the month', 'The youth group meets on the first Monday of each month', 'My birthday is on the fifth of November', 'Is the office on the first or second floor?', 'Is the post office in the third or fourth street on the left?' (Communicating, Understanding)

Outcomes

A student:

responds to and uses mathematical language to demonstrate understanding

MALS-5NA

counts in familiar contexts

Related Stage 4/5 outcome: MA4-4NA

Content

Students:

count in familiar contexts, eg count out books for a group or class, count uniforms for a sports team, count seedlings when re-planting

count objects by twos, fives and tens

match groups of objects that have the same number of items

identify groups that have the same number of items as a given group, eg match golf balls with tees, match pieces of cake with people at a party (Understanding, Fluency) litres 10 Shopping x38cm HippoWarehouse Gym And Row Coral Beach On 42cm Calm Bag Tote Keep

count with single-digit numbers, eg count the number of coins needed to purchase a bus ticket

count with two-digit numbers

count with coins and notes of the same denomination (Fluency)

count with coins and notes of different denominations (Fluency)

count forwards and backwards from a given number in the range 0 to 100

solve problems involving counting, eg 'How many people are in class today?', 'How many coins do I have in my wallet?'

count with three-digit numbers

count by twos, fives, tens and hundreds

tell the time on a watch or clock by counting by fives around the watch or clock face (Communicating, Understanding, Fluency) Bag x38cm Shopping litres Tote HippoWarehouse Gym 10 Coral On 42cm Calm Keep Beach Row And

count out coins and notes when giving change to a customer (Reasoning, Fluency)

locate a given seat in a theatre according to the seat number on the ticket (Reasoning, Understanding)

identify the value of a given number in relation to other numbers

recognise whether a given number comes before or after other numbers, eg arrange students in a class in order of age, identify how many people finished a race before or after a given person (Reasoning, Problem Solving)

use ordinal terms to describe the value of a given number in relation to other numbers, eg identify the position of a sporting team on the competition ladder (Reasoning)

compare and order three-digit numbers

order schools according to the size of the student population (Reasoning)